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Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Computers and education open, 2024-12, Vol.7, p.100205, Article 100205

2024

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Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review

Frontiers in education (Lausanne), 2022-10, Vol.7

2022

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Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills

Frontiers in psychology, 2021-01, Vol.11, p.572165-572165

2021

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Reasoning With Conditionals About Everyday and Mathematical Concepts in Primary School

Frontiers in psychology, 2020-10, Vol.11, p.531640-531640

2020

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I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations

Frontiers in education (Lausanne), 2024-05, Vol.9

2024

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Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

Frontiers in education (Lausanne), 2021-02, Vol.6

2021

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Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes

ZDM, 2017-06, Vol.49 (3), p.397-409

2017

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Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation

Frontiers in education (Lausanne), 2021-04, Vol.6

2021

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Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Child development, 2023-11, Vol.94 (6), p.1642-1658

2023

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Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Journal of educational psychology, 2023-10, Vol.115 (7), p.985-1003

2023

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Training flexibility in dealing with additive situations

Learning and instruction, 2024-08, Vol.92, p.101902, Article 101902

2024

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Professional competence of mathematics teachers in dealing with tasks in lesson planning

Teaching and teacher education, 2023-10, Vol.132, p.104246, Article 104246

2023

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Flexibilität im Umgang mit mathematischen Situationsstrukturen – Eine Vorstudie für die Entwicklung eines Förderkonzepts zum Lösen additiver Textaufgaben

Journal für Mathematik-Didaktik (Internet), 2021-03, Vol.42 (1), p.61-96

2021

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Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

International Journal of Educational Technology in Higher Education, 2022-12, Vol.19 (1), p.45-45, Article 45

2022

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Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

Frontiers in psychology, 2021-05, Vol.11, p.562658-562658

2021

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Corrigendum: Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning

Frontiers in education (Lausanne), 2021-02, Vol.5

2021

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Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning

Frontiers in education (Lausanne), 2020-09, Vol.5

2020

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Das Fach Mathematik in der gymnasialen Oberstufe

2022

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The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education

Computers in human behavior reports, 2024-08, Vol.15, p.100454, Article 100454

2024

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Education sciences, 2018-12, Vol.8 (4), p.207

2018

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Die Rolle des Selbstkonzepts im Mathematikstudium – Wie fit fühlen sich Studierende in Mathematik?

Zeitschrift für Erziehungswissenschaft, 2021-12, Vol.24 (6), p.1549-1571

2021

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Das Fach Mathematik in der gymnasialen Oberstufe

2022

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Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education

Teaching and teacher education, 2020-10, Vol.95, p.103146, Article 103146

2020

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Learning from errors: effects of teachers’ training on students’ attitudes towards and their individual use of errors

PNA, 2013-01, Vol.8 (1), p.21-30

2013

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Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention

ZDM, 2021-05, Vol.53 (2), p.375-392

2021

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Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review

Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills

Reasoning With Conditionals About Everyday and Mathematical Concepts in Primary School

I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations

Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes

Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation

Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Training flexibility in dealing with additive situations

Professional competence of mathematics teachers in dealing with tasks in lesson planning

Flexibilität im Umgang mit mathematischen Situationsstrukturen – Eine Vorstudie für die Entwicklung eines Förderkonzepts zum Lösen additiver Textaufgaben

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

Corrigendum: Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning

Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning

Das Fach Mathematik in der gymnasialen Oberstufe

The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Die Rolle des Selbstkonzepts im Mathematikstudium – Wie fit fühlen sich Studierende in Mathematik?

Das Fach Mathematik in der gymnasialen Oberstufe

Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education

Learning from errors: effects of teachers’ training on students’ attitudes towards and their individual use of errors

Gaining flexibility in dealing with arithmetic situations: a qualitative analysis of second graders’ development during an intervention

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